PDA_Booklet

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Any school will find that they have to make adaptations of one sort or another in order to meet the particular needs of a child with PDA. The first and obvious difficulty is that PDA children are ‘active in being passive’: they are obsessively concerned to avoid demands, and many parents describe their child as working harder to avoid the demand than she would have done by accepting it. Whatever the child’s intellectual level, her PDA will cause her to function rather below that level for much of the time; thus educational support will need to be geared to helping the child to tolerate ‘being educated’ to the greatest degree possible, in order at least to approach her potential. We do not expect a ‘cure’, and it is typical that a PDA child’s co-operation is maintained by continual effort on the part of staff and parents. ‘This was first published in 1994 by The Elizabeth Newson Centre. Some of the terminology and language used may seem a little out of date.’
Sensory Processing Disorders TACTILE VESTIBULAR The sense of touch; input from the skin receptors about touch, pressure, temperature, pain and movement of the hairs on the skin. AUDITORY OLFACTORY ORAL Input relating to sounds; one’s ability to correctly perceive, discriminate, process and respond to sound. VISUAL Input relating to sight; one’s ability to correctly perceive, discriminate, process and respond to what one sees. The sense movement; input from the inner ear about equilibrium, gravitational changes, movement experiences and position in space. Input relating to smell; one’s ability to correctly perceive, discriminate, process and respond to different odours. PROPRIOCEPTION The sense of ‘position’, input from the muscles and joints about body position, weight, pressure, stretch, movement and changes in position. Input relating to the mouth; one’s ability to correctly perceive, discriminate, process and respond to input within the mouth. Many if not all people on the autistic spectrum also suffer from sensory processing disorder to varying degrees. Difficulty taking in or interpreting this input can lead to devastating consequences in, daily functioning, social and family relationships, behavioural challenges, regulating emotions, self-esteem and learning.
Page 1 and 2: PATHOLOGICAL DEMAND AVOIDANCE SYNDR
Page 3 and 4: PATHOLOGICAL DEMAND AVOIDANCE This
Page 5 and 6: PDA WHAT IS PATHOLOGICAL DEMAND AVO
Page 7 and 8: 4. Comfortable (sometimes to an ext
Page 9 and 10: What is a diagnosis? A diagnosis is
Page 11 and 12: A MANUAL FOR PARENTS, TEACHERS, SOC
Page 13 and 14: HANDLING AT SCHOOL AND AT HOME The
Page 15 and 16: Home-school liaison Teachers need c
Page 17 and 18: . You may wish to get support from
Page 19 and 20: ASPERGER’S or PDA WHAT’S THE DI
Page 21 and 22: this’, ‘I don’t have to, you
Page 23: 6. Language delay, seems result of
Page 27 and 28: It is important for us to break the
Page 29 and 30: It is so very difficult for them. L
Page 31 and 32: Life with a Child with PDA and our
Page 33 and 34: Home • Major tantrums if she can
Page 35 and 36: with a husband who has OCD is at an
Page 37 and 38: November 2011 On May 13th 2011 Moll
Page 39: USEFUL WEBSITES NAS Autism Helpline

PDA_Booklet

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